Competencybased Education Presenters Cheryl Aschenbach 5 C Cochair

Competency-based Education

Presenters Cheryl Aschenbach, 5 C Co-chair Karen Daar, 5 C Co-chair Aisha Lowe, Vice Chancellor, Educational Services & Support Division

Overview Background/Context Implementing CBE in the CCCs Preview Next Session Q&A

Background and Context

CBE Will Help Us Meet Our Goals Vision for Success 1. Increase credential obtainment by 20% 2. Increase transfer by 35% to UC and CSU 3. Decrease unit obtainment for a degree 4. Increase employment for CTE students 5. Reduce and erase equity gaps 6. Reduce regional gaps Core Commitments 1. Focus on students’ goals 2. Design and decide with the student in mind 3. Pair high expectations and high support 4. Evidence-based decisions 5. Own student performance 6. Enable innovation and action 7. Cross-system partnership

Why CBE and Why Now • For-credit CBE programs are a needed addition to our instructional portfolio • CBE will help us meet our goals (Vision for Success) • CBE is an economic mobility lever • Career preparation is essential to the future of our state and our system • CBE can flex with changing technologies, employer demands, and unexpected societal shifts

The Equity Imperative • We have made substantial progress toward our goals, but gaps remain • Noncredit serves a high number of students that are disproportionately impacted (DI) • CBE for-credit opportunities will enhance student outcomes • Giving students access to significant wage gains with a degree

C-BEN | Definition of Competency-Based Education Competency-based education combines an intentional and transparent approach to curricular design with an academic model in which the time it takes to demonstrate competencies varies and the expectations about learning are held constant. Students acquire and demonstrate their knowledge and skills by engaging in learning exercises, activities and experiences that align with clearly defined programmatic outcomes. Students receive proactive guidance and support from faculty and staff. Learners earn credentials by demonstrating mastery through multiple forms of assessment, often at a personalized pace.

ACCJC | Definition of Competency-Based Education Competency-based education is an outcomes-based approach to earning a college degree or other credential. Competencies are statements of what students can do as a result of their learning at an institution of higher education. The curriculum is structured around the specified competencies, and satisfactory academic progress is expressed as the attainment or mastery of the identified competencies. Because competencies are often anchored to external expectations, such as those of employers, to pass a competency, students must generally perform at a level considered to be very good or excellent.

CCC CBE Definition Direct assessment competency-based education is an intentional outcomes-based equity-minded approach to earning a college degree with the expectations of learning held constant, but time is variable through a flexible, selfpaced, high-touch and innovative learning practice. The goal of competency-based education is to empower students in their learning journey by providing a personalized, flexible, adaptive, and culturally responsive curriculum with which students can engage; it allows students to demonstrate mastery of learning and the achievement of competencies at their own pace aided by customized instructional and student service support.

CBE Focuses on Mastery of Competencies Credit Hour Model… based on seat time originally designed to determine faculty pensions and not as a measure of learning. Credit Hour is current basis for awarding financial aid, faculty workload & degree completion. “Cracking the Credit Hour” by Amy Laitinen Competency Based Education… moves beyond seattime focusing on mastery of competencies, through learning activities and experiences that align with clearly defined programmatic outcomes. Hours will vary, but the learning is fixed. Often fully online modules. Flexible academic calendar term options.

Competency-based education is and is not…. CBE is… CBE is not… Time is variable with program offered in a flexible, self-paced approach Learner works at course-set pace with predetermined schedule of assignments, activities, etc. with true beginning and end dates Learning is fixed requiring demonstration of mastery of each competency Learning varies with passing course grade (i. e. , A, B, C, D) Determined by rigorous summative authentic assessment focused on meeting core outcomes and competencies Student evaluation varies based on accumulation of activities, exams, projects, discussion, attendance, etc. Student learning supported by faculty and staff throughout learning journey Independent study (i. e. , students learn on their own and then take final exam) Completion of program is based on mastery of intentionally designed scaffold of all competencies Achievement of credential is based on passing grades and credit-hours (i. e. , 60 credit hours=AA/AS)

Different Versions of CBE The U. S. Department of Education recognizes three approaches to competency-based education programs • Course/Credit-based CBE • Direct Assessment CBE • Hybrid • 34 CFR § 668. 10 compliance requirements for federal financial aid Note: A hybrid CBE program combines the “course-based” approach and the “direct assessment approach. ” Hybrid programs allow students to complete a degree or credential through a combination of direct assessment of competencies and credit hours (ACCJC Policy on CBE, January, 2020)

Direct Assessment CBE • not based on academic terms or credit hours • bases both the evaluation of student achievement and the award of a degree or credential solely on the demonstration of competencies • students proceed at their own pace rather than progressing through courses offered in a traditional academic term • conventional grades are not necessarily assigned • students are expected to demonstrate the competency at a high level of achievement • establishes “credit-hour equivalencies” for the student learning outcomes

Course/Credit-Based vs. Direct Assessment Is the traditional academic term followed? Do students have autonomy over their progress? How is learning evaluated? Is transfer credit or CPL allowed? Is an ACCJC substantive change approval required? Course/Credit-Based CBE Direct Assessment CBE Yes No Traditional academic terms are followed Credit-hour equivalences are established Yes, but bound within the term Yes, within and across the program Students can accelerate through summative assessment Students can proceed at their own pace toward mastery Competency-based mastery Tied to courses Tied to the program Yes No No Yes U. S. Secretary of Ed approval of 1 st program also required

Student Experience • Freedom and flexibility • Personalization • Program is designed to minimize challenges • Affordability • Quality instructors and program • Support from faculty and staff • Trusted local institution • Content applicable to current work

Implementing CBE in the CCCs

The Team • California Community Colleges Chancellor’s Office Staff • California Community Colleges Curriculum Committee (5 C) Cochairs and Representatives (work group) • Foundation for California Community Colleges Policy Center Staff • Jobs for the Future Consultants • Content Experts • Lori Dodge, Vice Chancellor of Institutional Assessment and Planning, Brandman University (CBE expert) • Eddie Comeaux, Associate Professor of Higher Education, UCR (Culturally Sensitive Pedagogy and Equity Expert)

Goals Implement direct assessment CBE across our system • Title 5 regulations • Funding models • Financial aid models • Intersegmental coordination for transfer • CBE collaborative

5 C CBE Work Group • Objective: Engage the 5 C in deep learning around competency-based education for the purpose of identifying regulatory barriers to direct assessment competency-based education. • Outcome: To create a package of regulatory language for statewide implementation of direct assessment CBE and identify the next steps necessary to successfully pilot direct assessment CBE programs in the CCC system. • Process: 5 C engages in monthly conversations around CBE having the necessary discussions to develop policy.

Timeline Date Discussion January 2020 • Competency-based education overview and definition February 2020 • CBE Program Design • Overview of CBE Program • Introduction to Backwards Design April 2020 • Program Quality Standards and Approval • Academic Standards and Course Approval • Related Course Elements - Credit Hour - Academic Symbols and Grade Point Average - Types of Courses Appropriate for Associate’s Degrees May 2020 • Consider a full CBE program model • Policy and Guidance Focus Areas - Faculty Role - Academic Calendar - Withdrawal - Repetition June • Implementation • Governance and approval processes • Regional accrediting processes • Evaluation

Draft Regulations THE PROPOSED NEW REGULATIONS FOR DIRECT ASSESSMENT CBE CONSISTS OF: • Direct Assessment CBE Definition and Application • Scope and Intent • Definitions • CBE Program Approval • Modality • General Academic Standards and Module approval • Module Quality Standards • Faculty Selection and Workload • Instructor Contact • Instruction • Availability of Instructor • Program and Curriculum Development • Academic Record Symbols and Grade Point Average • Repetition • Evaluation • Academic Calendar • Competency-Based Credit • Eligibility for State Funds

The Pilot A collaborative of campuses implementing direct assessment CBE programs • Close coordination with the CCCCO • Seed money to launch programs • Program development support • Research implementation process and program outcomes • Recommendations for improvement • Inform broader system implementation

Join us for the next session Today at 2: 45 pm

Session 2 CBE Follow-up and Facilitated Dialog Overview Draft Regulations • Assumptions and Key Components Introduce the CBE Collaborative • Goals • Objectives • Criteria • Timeline

Thank you!